LESSON PLAN 1

                                   

LESSON PLAN

Date:  11.12.2014

AGE GROUP                          :  16-17

LEVEL OF PROFICIENCY  : PRE-INTERMEDIATE

LESSON TITLE                  : HAVE YOU EVER THOUGHT OF EXPLORING THE DESERT

DURATION                           :  40 MIN.

TEXTBOOK                           : TRAVELLER

Materials Needed:

1)       Smart board

2)      CD playing

3)      Board marker

4)      Course book

OBJECTIVES;

·         Students will be able to make sentences by using vocabulary related to weather.

·         Students will be able to recognise main idea of the text

READING LESSON

Warm up

Teacher draws students attention to the title of the lesson and ask them to tell  what they think it is about. After eliciting the answers, teacher asks What do you know about desert? And then teacher gives extra information related to desert. At the end of the presentation, they watch a video related to Sahara Desert.

Pre – (15’)

Teacher asks students to tell any deserts they know  and where they are located. (e.g. the Sahara Desert- Africa, the Kalahari Desert- Africa ). Then, teacher draws their attention to the words given and make sure that students don’t have any unknown words and can relate the words to the symbols.

While- (30’)

Teacher wants them to read the text quickly,and match the headings a-e with the paragraphs 1-4. Then teacher wants them to find extra one. After that, they read again and answer the questions ( multiple choice).

POST-   (16’)

After reading text and answering questions, teacher wants them to pass another activities. ( fill in the blanks, match the words  ..)

Activity  (6’):

-          Teacher draws students’ attention to the vocabulary activity.

-          Teacher checks the answers with the class.

-          Teacher elicits answers.

Activity  (10’):

-          Teacher wants them to make sentences with the given words ( desert, sunny, hot,..)

-          Teacher checks the answers with the class.

-          Teacher elicits answers.

Lesson Plan 1

LESSON PLAN

Student Teacher: Burak CÖBEK

Date: 08.03.2015

Duration: 80 minutes

Grade: 5th

Level: Beginner

Number of Students: 35

Topic: Minimal pairs with initial /p/- /b/ sounds

Materials: Pictures of some words of minimal pairs, exercise sheets including minimal pairs with initial /p/- /b/ sounds, a boardmarker

Skills: Listening, Vocabulary, Pronunciation

Techniques: Distinguishing sounds, identifying sounds using pictures, multiple choice sounds

Aims:

1.To enable the students to practice pronunciation skill through selected techniques.

2.To enable the students to practice listening skills.

Objectives:

1. Students will be able to distinguish /p/ and /b/ sounds in minimal pairs.

2. Students will be able to point the pictures by hearing minimal pairs’correct pronunciation.

3. Students will be able to pronounce minimal pairs with /p/ and /b/ sounds by using the target language point.

Procedure:

Warm-up:(10 mins) The teacher greets the classroom, and asks a question to illustrate the topic:

-         Sometimes, we do not understand some words or sounds. Why?

Then, the teacher gets the answers and adds what the teacher wants to say. Then, the teacher says the topic of  the class which is the difference between /p/ and /b/ sounds in minimal pairs.

Pre-activity:(30 mins) The teacher shows some pictures to the class, and says what they are. And the teacher sticks minimal pairs on the board one by one by writing their names below the picture. After the teacher sticks each one, he makes the class repeat the word two times. Until all the pictures are sticked on the board, the teacher makes the same process.

While-activity:(25 mins) The teacher uses minimal pairs written on the board. The teacher pronounces two words successively. They may be minimal pairs or they may not. So, the students should follow the teacher carefully to understand whether two words are the same or different.The teacher makes it several times.After it finishes, the teacher wants a student to come to the board and pronounces one of the minimal pairs. Then, the student points the picture pronounced by the teacher. If the teacher wants to make  it with whole class, then the pictures should be far apart each other. When it is done, the teacher pronounces one of the minimal pairs, so the teacher can easily see who is pointing the wrong picture.

Post-activity:(15 mins)The teacher hands out the exercise sheet which s/he has prepared before hand for the class.Then, the teacher pronounces one of the minimal pairs, and the students draw a circle around the word. After the teacher says all of  the words in the list, the teacher gives the answers to the class. And class finishes.

                                      

                                                     LESSON PLAN 2

Age: 15

Level:Pre-intermediate

Grade:10

Size of the class:35

Duration:80 minutes

Materials:Smartboard,book,track,crossword puzzle,short story

                                                     Objectives

By the end of the lesson,students will be able to;

1. understand what is said & asked about personal information

2. understand phrases, words and expressions related to personality and character

Stages of the lesson

Pre(20 mins)

This lesson is mainly about personality and character.Teacher bring pictures to teach words.She shows the picture,asks questions and elicits the answers.Teacher continues lesson with listening.They will listen a track about different people and their character.From the book,they will fill in a chart according to their personality and character.For example;person B is a sociable,positive and dynamic.Students are suppose to fill in the chart according to the track.When they finish,teacher asks questions about people to make sure that they understand the track correctly.

While(45 mins)

As a while activity,they will read a short story and analyze it.It will be a story about 4 people and they have different kinds of personalities and characters.There are some clues about their personalities.For example;John doesn’t like working so he is lazy.Students will find this kind of inferences according to words I gave from the pre teaching and fill in the character chart.After they finish reading the story,we will discuss the characters in class.I will ask;”What kind of person he is?” and students will say “he is a ....”

Post(15)

As a post activity,teacher gives a crossword that includes the character traits and their meaning.They are going to put the adjectives in the correct places according to their meaning.It is a reminder activity.Students may forget the meaning of the words and they can look at that crossword puzzle and find out the meaning easily.To check the correct answer,teacher asks students after they give the correct answers,teacher reflects the answer key to the smartboard to make sure that every students get the correct answers.

LESSON PLAN

 2

TOPIC : Present Perfect Continuous Tense

TIME : 2 hours

MATERIALS : song ,worksheet .

VOCABULARY : cure , shadow , slave ,thunder ,disconnected, go down

OBJECTIVES : By the end of the lesson :

Ø  Students will be able to complete the given worksheet with correct words .

Ø  Students will be able to recognize the structure of tense .

Ø  Students will be able to create their own sentences using perfect tense .

STAGES

1^st Hour

PRE LISTENING (10 mins)

Ø  Teacher gives the students a worksheet which includes matching vocabulary with their meanings , and filling the blanks with true words . Students guess the meaning of the words .

Ø  After finish , They check the answers as whole class .

Ø  And if necessary , teacher explains the vocabulary .

WHILE LISTENING (30 mins):

Ø  Teacher gives the class worksheet including lyrics of the song .

Ø  Teacher asks the students read the lyrics once .

Ø  Teacher gives the instruction : while you are listening music , fill in the blanks according to what you hear .

Ø  After listening once , teacher plays the music once again . And they check their answers .

Ø  Teacher draws students’ attention to the repeat . Asks students what writer says .

Ø  Teacher writes the sentences on the board . And explains its structure and meaning,explains present perfect continuous tense .

I've been watching, I've been waiting
In the shadows for my time
I've been searching, I've been living
For tomorrows all my life

Ø  After explaining , students listen again the song and sing all together .

2nd Hour

POST LISTENING (40min)

Ø  Teacher makes the students into group of 3 .

Ø  Teacher gives them 2 choices , one of them is writing song , the other is writing a love letter .

Ø  According to their choices , teacher asks to write a love letter or a song using the tense they learned . They can also use the tense learned before (present,past )

Ø  Teacher gives an example love letter to students chosen it.

Ø  After they finish their work . They switch their work with other groups . And they discuss about the projects .

LYRICS OF THE SONG

THE RASMUS –IN THE SHADOWS

Ooh-ooh ooh-ooh
Ooh-ooh ooh-ooh

No sleep, no sleep until I'm done with finding the answer
Won't stop, won't stop before I find the ______for this cancer
Sometimes I feel like ________ and so _______
Somehow I know that I am haunted to be wanted

I'__________watching, I'_________waiting
In _________ for my time
I've been searching, I've been living
For __________all my life

Ooh-ooh ooh-ooh
In the shadows
Ooh-ooh ooh-ooh
In the shadows

They say that I must learn to kill before I can feel safe
But I, I'd rather kill myself than turn into their _____

Sometimes I feel that I should go and play with ________
Somehow I just don't wanna stay and wait for a wonder

I've been watching, I've been waiting
In the ________ for my time
I've been searching, I've been living
For tomorrows all my life

Lately I've been walking, walking in _______
Watching, waiting for something
Feel me, touch me, heal me
Come take me higher

I've been watching, I've been waiting
In the shadows for my time
I've been searching, I've been living
For tomorrows all my life

I've been watching
I've been waiting
I've been searching
I've been living
For tomorrows

Ooh-ooh ooh-ooh 

In the shadows

LESSON PLAN 1

TOPIC : Talking about Toilet

TIME : 2 hours

MATERIALS : Pictures , worksheet .

VOCABULARY : flush toilet, squat toilet, lavatory, loo, restroom,bathroom, crapper

OBJECTIVES : By the end of the lesson;

Ø  Students will be able to explain their situation about going to toilet.

Ø  Students will be able to dramatize the situation about asking for toilet.

Ø  Students will be able to create a dialogue about situation about toilet.

STAGES

PRE-TEACHING (10mins) :

Ø  Teacher shows the pictures of vocabulary that she teach and asks students to guess topic .

Ø  After she gets the answer ,she writes vocabulary below the pictures in English

Ø  After 3 repetition of vocabulary ,she makes some sentences using words (flush toilet , loo , squat toilet etc.) and write them to the  board.

Eg. I am going to use crapper.

Eg. Can you tell me where is the restroom/bathroom  ?

Eg. I don’t use the flush toilet .

WHILE TEACHING (30mins.):

Ø  Teacher get students wonder by asking questions ,

Eg. How do you tell to go for bathroom ?

Eg. Do you control yourself to not pee ?

Ø  Teacher says students she will tell a memory of her , while telling it ,she also acts.

Yesterday , I went to  a café with my friends . I drank two cup of tea and a can of cola .

After a while , my bladder was bursting . So I asked the waiter : Can you please tell me where is the restroom ? and waiter said : I’m sorry we haven’t restroom. I was awful . I ashamed and apologized my friend and I told I have to go to the loo .

Ø  After students listen the story , teacher asks students to write the answer of questions shw will ask on a paper .

Eg. Where did I go ?

Eg. What did I drink?

Eg. What happened to me , do you remember the sentence ?

Eg. What did I say to waiter ?

Eg. What did I say to my friend ?

Ø  Then , teacher gets the answers and write the sentences on the board .

Ø  Teacher gives students a role play worksheet , makes them pair  and  she wants to act the role play .

Ø  POST TEACHING (40 mins.)

Ø  Teacher makes the students into group of 4 and gives each group pictures of the vocabulary they learned.

Ø  Teacher asks students to design a poster to remember what they learn. They will write the vocabulary and sentence structures they learn and they will write a dialogue about toilet as teacher told ( they are free to draw or stick pictures )

Ø  After they finished the poster , groups show their posters and act the role-play they create .